Foundation IB Academic Learning Programme 2016/2017
Overview
English first language
The aim of the Foundation IB course is to give students who join the College in Grade 10 opportunities at the appropriate depth in a wide range of subjects that lead to IB Diploma Programme (IBDP) courses. After studying in the FIB programme, students are able to select IBDP subjects from a firm foundation of skill and understanding.
The course is literature and media-based, and has been designed to provide a rigorous preparation for the study of the IBDP’s English A Literature and English A Language and Literature courses. By introducing students to the aims, structure, assessment activities and marking criteria of the IBDP, the course develops students’ advanced reading, writing and speaking skills.
Core All students study the following programme:
Course content
• English: first language or English: language acquisition
The covers the following areas:
• Mathematics
• the short story
• Coordinated Science (Biology, Chemistry and Physics)
• texts in translation
• Integrated Humanities (covering History, Geography, Economics and Business Studies)
• genre studies: the novel, poetry and drama (Shakespeare)
• Global Perspectives
• language in a cultural context
• Information Technology (IT)
• language and mass communication
• Physical Education
The study of language at UWCSEA has three major aims:
Options
1. Functional: Language is the essential tool of learning. The mastering of language promotes success across the curriculum, expands our capacity for conceptual thought and develops critical reading and thinking skills that are a vital part of intellectual maturity.
Students also select a subject from each of the courses below: 1. A choice of an Arts subject: Drama, Music or Visual Art 2. A language other than English (LOTE). Students have the option of studying a first or continuation (taught foreign) language. Language other than English (LOTE) First languages The following first language option does not lead to an external examination but does prepare for the IBDP courses: • Japanese • German • Chinese • French The following first language option does not lead to an external examination but does prepare for the IBDP courses: • Indonesian • School-supported self-taught first language Continuation (taught foreign) language
• film as text
2. Cultural: Respect for cultural diversity lies at the very heart of the mission of UWCSEA. Language and culture are interconnected, and the learning of languages exposes one to different cultures and ideas, and promotes mutual understanding. We aim to explore this diversity in English and the texts studied on the course are chosen with this aim in mind. 3. Developing an appreciation for intellectual and aesthetic creativity: Studying language builds on the experiences we have from infancy of accessing and sharing the stories of different times, cultures and places. All cultures have an oral or written literature which is revered as an art form and valued for its potential to challenge or reflect that society’s virtues and faults. The study of literature allows access to some of humanity’s finest thoughts expressed in language that can be moving and beautiful. A lifelong passion for reading is an implicit aim of all we do and all classes start with 15 minutes personal reading during which time the teacher conferences with individual students about what they are reading. Students are encouraged and expected to lead independent reading lives outside school.
The following options lead to an external (GCSE) examination and prepare for the IBDP. Some previous study is required. All students selecting these subjects are tested prior to placement in the class.
Skills developed
• French
• ability to express ideas clearly and with fluency orally and in writing
• Spanish • Chinese If none of the above language choices is suitable, an additional option can be negotiated.
• ability to substantiate and justify ideas with relevant examples • ability to evaluate conflicting viewpoints • understanding of the ways in which cultural values are expressed in texts • understanding of text structure, style and the writer’s technique • ability to compare and contrast the form, style and content of texts • understanding of individual literary works as representatives of genre and period
Assessment Teachers provide ongoing formative assessment on the above skills as well as a student’s approach to the subject in terms of collaboration, communication and self-management.
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Students are assessed on their performance in the following IB-style assessment tasks: • individual oral presentation • individual oral commentary
cultural diversity, customs and traditions, health, leisure, and science and technology • at least one work of literature
• speaking and listening in discussion
Assessment
• essay writing
Students are regularly assessed, for both effort and achievement, on:
• creative writing
• participation in class
• written examination: timed essay
• oral performance in specific oral activities
Feedback is given using the department’s Essential Understandings and Benchmarks as well as the following IBDP criteria:
• understanding of readings • written work
• knowledge and understanding of texts
Students sit a final exam, which tests a selected area of the course.
• appreciation of a writer’s choices
Written work is assessed against three criteria:
• organisation and presentation • response to question(s) • language
English: language acquisition The three main aims of this course are: 1. language acquisition and development 2. exploration and development of intercultural understanding 3. preparation for the IB Diploma English B Higher Level course
Course content The exact content of the course is negotiated according to the needs and interests of the group. The following areas are covered during the year:
1. language 2. message 3. format Oral work is assessed against two criteria: 1. productive skills 2. interactive and receptive skills
Languages other than English Students have the option of studying either Language A: first language or Language B: foreign language. First language is for students who have experience with the language beyond that which can be taught at school.
1. Listening to the teacher, classmates, and recorded audio-visual texts such as songs, films, documentaries, and so on.
Foreign language is for students who have been previously taught the language as a foreign language at another school.
2. Speaking in a variety of contexts, rehearsed and unrehearsed, such as discussions, conversations, role-plays, debates, dramatised readings, and so on.
None of these courses is suitable for a beginner; beginner courses are offered from Grade 11 as part of the Language B options in the IBDP.
3. Reading a range of different texts and text types, with focus on their structure and purpose.
Language A: first language options
4. Writing or producing digital and non-digital texts of different types, with an emphasis on structure and purpose.
The following options lead to an external (I)GCSE examination and prepare for the IB Diploma:
The list of possible text types includes:
• Japanese A first language
• article, column
• German A first language
• blog, diary
• Chinese A first language
• brochure, leaflet, pamphlet, flyer, advertisement
• French A first language
• debate, speech, talk, presentation • essay
The following does not lead to an external examination but does prepare for the IB Diploma:
• interview
• Indonesian
• news report
• school-supported self-taught language
• reasoned argument • report • review • short story, novel, poem • set of instructions and guidelines • written correspondence
Skills developed The four skills of listening, speaking, reading, and writing will be practised through the study of: • topics related to culture. The list of possible topics includes: communication and media, global issues, social relationships, 3
Language A: school-supported self-taught language This course is for students who wish to pursue studies in their Mother Tongue (‘Language A’), but for whom there is no taught course available. It helps students prepare the literary analysis skills needed for the IB School-Supported Self-Taught Language A course in the IBDP in Grades 11 and 12. Literary analysis skills are taught in class by the teacher through the medium of English, and students then convert and apply the skills through their writing in Language A. In this way, students take ownership of their learning in the target language.
The written work of each student is then regularly assessed by an external marking tutor, against criteria provided by the College. This assessment process is mediated by the teacher. While it is not the marking tutors’ role to engage in full tuition with the students, their written feedback to students includes constructive comments and guidance for improvement in future work. These marking tutors, appointed and paid by the College, are carefully selected on the basis of their relevant experience and expertise. Parents are welcome to engage additional tuition in Language A, but this is entirely at their own expense and initiative.
Language B: foreign language options The following options lead to an external (I)GCSE examination and prepare for the IB Diploma: • French B (at least three years’ previous study required) • Spanish B (at least three year’s previous study required) • Chinese B (at least three year’s previous study required) If none of the above language choices is suitable, an option can be negotiated.
Mathematics The background of the FIB intake is disparate, ranging from students who have essentially covered a full Grade 10 [(I)GCSE or American system] course to others who require support in the subject. Some students have strong algebraic skills but may not have graphing skills, others have never studied trigonometry, or may not have studied probability or statistics. The course aims to fill the gaps while preparing students for the IBDP. From past experience, it is unlikely that the intake will have studied Mathematics in an investigative manner. Problem solving and open investigations are emphasised, to develop reasoning and communication skills. These activities also lay the foundations for exploration or project work, which is the internal assessment component of the IBDP course. There are three teaching groups time-tabled at the same time. These groups are based on previous school reports and the Mathematics Department’s FIB entrance test. There is flexibility to move students between the groups if it is in the best interest of the student.
Course content • sets and probability • coordinate geometry and straight line graphs • quadratics • relations, functions and graph • indices and logarithms • trigonometry • statistics • vectors • sequences There is an emphasis on investigation and modeling throughout the course. The students use the TI-nSpire calculator to support their
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learning.
Assessment The students complete both tests and investigative tasks during the course of the year and a summative exam, given during the FIB examinations in Term 3.
Global Perspectives The course aims to make students more aware of the key personal, social and global issues inherent in the UWC mission. Designed to strengthen critical thinking skills this course teaches students to consider issues from a variety of perspectives and formulate educated opinions on a wide variety of issues. Students also become more aware of the import of the UWC philosophy and be better prepared to serve as representatives of its ideals.
Course content The curriculum covers the following: • personal identity and influences • popular culture and popular media • cultural oppression and stereotyping • ethics and value systems • world religions • human rights
Skills developed In addition to developing critical thinking skills, students have opportunities to experience inter-disciplinary connections between subjects and to practice and strengthen vital academic skills, including: • research and enquiry skills and the ability to correctly cite sources through • footnotes and bibliographies • collaboration and presentation skills including formal debate • ability to formulate reasoned arguments both in essays and debates
Assessment There are no tests or exams in Global Perspectives. Instead a wide variety of assessment tasks are employed, including: • creation of a personal mandala • written reflections • a formal research paper • group presentations • debates
Humanities The subjects covered in this programme are Economics, Business Studies, History and Geography. The course provides a stimulating and challenging curriculum for students new to the College, with the aim of equipping students with the common skills necessary for successful study in IBDP Group 3 subjects. These include: • interpretation and evaluation of different sources of evidence • selection, organisation, presentation and interpretation of statistical data Economics and Business Studies FIB Economics and Business Studies familiarises students with some important topics in preparation for the IBDP subjects of Economics and Business and Management. Students acquire analytical and evaluative skills, as well as a basic ability in research methods in these subjects.
Course content • the central economic tenets – opportunity cost, the economic problem, factors of production, needs and wants, scarcity and choice • has Singapore achieved an economic miracle? – an evaluative study of the Singapore economy followed by a field trip to Singapore City Gallery • development economics – the difference between economic growth and economic development. how can one, through economic indicators, ascertain the level of a country’s economic growth of development followed by a report on a country of a student’s choosing. • microeconomics – supply and demand with focus on diagrams and determinants; movement along the lines and shifts; market equilibrium and market disequilibrium (excess demand and excess supply) • elasticity of demand and supply both qualitatively and quantitatively plus the factors behind the concepts
The subject enables students to develop important and widelyapplicable skills, including understanding the nature of evidence, the values and limitations of source material, and constructing historical arguments. By the end of the course students have had the opportunity to sample various aspects of the subject including extended writing; working with historical sources and the ability to evaluate interpretations; while learning subject matter that supplements IBDP History.
Course content • introduction – What is History? • how do we establish historical significance? – includes a presentation assessment—student led in terms of content, application of criteria • handling evidence and evaluating interpretations—includes a case study: Apartheid in South Africa and Nelson Mandela and sourcework assessment • change and continuity and cause and consequence One of the following case studies: • in what ways did developments in Palestine between 1919–1947 increase Arab-Jewish tension in the region? • to what extent did the Nazis successfully impose their ideology on German women between 1934–1945
Assessment Students complete a timed essay which will require them to both: • synthesise (combine) evidence from the sources with evidence from own knowledge. • organise paragraphs around themes eg long and short-term and/or successes and failures Geography
• market failure – negative externalities and policies to reduce or remove them
This is challenging and relevant course prepares student for entry into an IBDP Geography course. Skills acquisition is an important part of the course particularly field-work skills of observation recording and data visualisation and analysis.
• break-even and contribution pricing – How can a firm ensure it breaks even and achieves a margin of safety?
Course content
• the marketing mix, (price, place, product and promotion) – How can a firm communicate and sell to its target market? case study and curriculum field trip to Nandos
Assessment 1. Students are regularly formatively assessed, for both effort and achievement, on: –– participation in class –– knowledge and understanding of the concepts introduced –– analysis, application and evaluation of data used –– judgment and decision making within the context of the environment being studied 2. Students sit a final exam, as a form of summative assessment, which will test a selected area of the course based on two formats:
• what is Geography and why is it such a valuable Humanities subject? • developing a sense of place – mapping skills and creating virtual field trips through the use of digital media such as Google tour builder and StoryMap • settlement, sustainability and coasts – Singapore case study • geographical investigation skills – independent coursework assessment; this is based on a one day field trip to either Pulau Ubin or East Coast Park, offering an opportunity for experiential learning as well as a chance to plan, collect data and write-up an independent investigation on a geographical issue
Assessment Students are regularly assessed, for both effort and achievement, on:
–– Multi choice questions (to test knowledge and understanding)
• participation in class
–– Extended response questions (to test analysis, application, evaluation and judgment/decision making)
• oral performance in specific oral activities • understanding of readings
History
• written work
Students become active historians by working with a wide range of historical sources and material. They investigate the concepts of significance, perspectives, change and continuity and cause and consequence.
Through completion of fieldwork where observation, recording, methodology, analysis and ability to make conclusions will be examined against stated criteria.
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Coordinated Science Students all study Chemistry, Biology and Physic in a course that is delivered by two teachers, who each take one of the three subject and share the teaching of the third. Students learn the importance of formulating hypotheses and are given the opportunity to test their ideas by familiarising them with scientific methodology. A common aim is to develop the students’ experimental skills, familiarise them with basic scientific apparatus and ensure that they work competently, with due regard to safe operating procedures in a laboratory situation. The subjects involve practical work, developing from simple experiments to more complex investigations. Below are the details of the topics covered for each of the subject areas. Chemistry Taught in three units closely related to the IBDP Chemistry course, the course covers: • particles and the periodic table. The topic includes structure of the atom, an introduction to moles and physical and chemical trends in the Periodic Table. • bonding, acids and moles. The topic includes the nature and types of bonding, reaction of acids, quantitative analysis and calculations of reacting masses, reacting gases and of reactants in solution. • rates and organic chemistry. The topic includes the factors that affect the rate of a reaction and a study of the major homologous series in organic chemistry. Physics Taught in four units closely related to IBDP Physics, the programme covers: • mechanics: includes linear motion, forces, Newton’s laws, moments, energy and work • thermics: includes the properties of matter, heat transfer, gas laws and pressure • optics and waves: includes optics, longitudinal and transverse waves, wave properties, sound and the electromagnetic spectrum • electricity and magnetism: includes basic electric circuit theory, Ohm’s law, series and parallel circuits, magnetism, electromagnetism, electromagnetic induction and an introduction to electronics Biology Taught in three units, closely related to IBDP Biology, the subject covers: • energy in plants: includes the structure and function of cells, the factors that affect the rate of photosynthesis and how molecules are moved in and out of plants. • energy in animals: includes how chemical reactions of respiration support life, are catalysed by specific enzymes and that enzymes are sensitive to changes in their environment. • inheritance: includes how genes can cause variation, how mitosis and meiosis create new cells and how the inheritance of phenotypes can be predicted by the genotype of the parents.
Assessment Student sit two papers during their internal examinations in Term 3. • paper 1 – 40 multiple-choice questions testing knowledge and understanding of all ten units • paper 2 – a written paper consisting of short-answer and structured questions. Some questions will be based on the experimental skills and investigations. 6
During the final term, in groups of 3-4, students research, plan and then carry out an experiment in either Biology, Chemistry or Physics (or another IBDP Group 4 subject). The group prepares a 10-minute presentation, which they deliver to the FIB cohort during the final week of term.
The Arts options Drama Both challenging and fun, the course is designed to foster an ability to make, understand and analyse Drama and Theatre while learning about self, others and the wider world. Students may enter the course with a wide range of experiences and backgrounds; they will leave the course having learned many of the skills needed for success in Drama and Theatre. Students are well prepared for taking the IB Theatre course as well as other options. Throughout the course a range of assessment instruments are used, adapted from the Edexcel GCSE Drama course and the IB Theatre course. Studying FIB Drama also helps students to develop transferable skills that help them in any subject area, including: • creating original theatre from a range of starting points (stimuli) • creating theatre from a play-text • the foundational skills of acting and performing • technical and design skills including working with lighting and sound • developing set design choices and an understanding of the use of space • collaborative skills and group-problem solving • critical thinking skills and reflective writing skills • research skills • analytical skills in approaching creative problems and research material • developing communication skills and a sense of confidence
Course content The course starts with establishing the attitudes and behaviours for success in FIB Drama, as well as building trust and mutual respect within the group. From there the course moves on to the exploration of dramatic starting points or stimuli (such as a poem, phrase, image or current affairs issue). In these extended projects students need to set their goals independently and plan accordingly; they rely on each other’s guidance and input to make progress. The first explorations of design elements are undertaken during this part of the course. This element concludes with an in-class sharing of work and some reflective writing. Later the course explores working with a play text, developing a detailed understanding of that text and its potential for being staged in a variety of ways. Students work collaboratively and creatively to interpret and shape the dramatic material of the text, staging moments from the text using design elements. This aspect of the course results in an in-class sharing of work and some creative and analytical writing. The course concludes with the FIB showcase, a substantial performance of work. This culminating event allows students to apply all of the skills they have developed over the course, working collaboratively to produce a full performance using lighting, sound and set design, as well as fine-tuning their acting skills in a more public setting.
At the end of the course students are ready to take on further challenges in their education. The skills they learn through the FIB Drama course will help them in the IB Theatre course, but will also prove useful in other IB subjects and other options for further study. The course is a rewarding challenge for students that will develop substantial skills as well as a deeper appreciation of the potential of Drama and Theatre.
Visual Arts
Assessment
• provide a conducive environment for students to produce meaningful art
The assessment tools used in FIB Drama are based on both the GCSE Edexcel Drama course and the IB Theatre course. Assessment is composed of reflective and analytical writing, as well as practical assessment that consider students’ ability to contribute to the group work processes of creating pieces of drama. Some units include an assessment of performance skills and choices made in the final performances. All assessment in FIB Drama is designed to help students deepen their knowledge and understanding of the subject.
This course meets the needs of students who wish to follow the IBDP Visual Arts course. In the initial stages, a diagnostic approach ensures that students’ different ability ranges and experiences are recognised and catered for. The course aims to:
• recognise and celebrate the cultural background of each student through their art • enable students to develop confidence in their ability to express themselves • encourage a lively, informed awareness of art and design from different times and cultures • prepare successful students for entry into IBDP Visual Art
Course content
Music
Basic drawing skills unit • tonal drawing – hatching, cross hatching
The Music course provides a platform for students to explore an eclectic range of music through creative exploration of a series of performance-based topics. Students will develop their contextual understanding and the ability to aurally analyse and identify musical elements that determine style, genre, role and place.
• Giorgio Morandi – visual and critical analysis
They also develop their own creative ideas through individual and group composition work making extensive use of music technology. All FIB Music students have Sibelius 7 (notation software) and Logic Pro X (sequencing software) installed on their laptops and are encouraged to develop their aural skills through the use of EarMaster software.
Landscape unit – mixed media and photography • atmospheric perspective
All students are encouraged to learn an instrument of their choice through the Instrumental Teaching Programme and are expected to actively participate in music making within the College community.
• final outcome – mixed media artwork
Course content • instrumental studies: develop an understanding of three of the four main instrument groups through practical sessions – brass, woodwind and percussion • world music: Gamelan, Andean (South American) music, Indian, East African drumming
• still life and composition – create and photograph their own still life including lighting, contact sheets and edit-for-best skills • complete a cross hatched/hatched drawing; develop into a dry point etching, including some experimental prints
• small detailed studies – chalk pastels of clouds and landscape • Kurt Jackson plus two others – visual analysis • landscape photo shoot – contact sheets – editing Portrait unit – introducing one artist of influence to guide technique and style • using photography to aid observed drawings • final outcome – painting in acrylic paint Additional content, if time: surrealism – collage
Assessment Based upon the student’s ability to:
• western art music: an understanding of some of the main eras – Baroque, Classical, Romantic and 20th century music styles (minimalism and experimental music); develop aural perception and analysis skills in identifying main characteristics
• develop ideas through investigations, informed by contextual and other sources, demonstrating analytical and cultural understanding
• popular music: Blues, Jazz and 1950s Rock n Roll
• record their ideas and intentions through visual and other forms
• composition: develop an understanding of various compositional techniques through ongoing group and individual creative projects
• present a personal, informed and meaningful outcome, realising their intentions
• music theory: ongoing development of theoretical understanding at an individual pace • music technology: learn to use Sibelius music software for notation and Logic Pro for midi sequencing and aural recording
Assessment Assessment is based on performance and creative composition tasks during the course. There is no formal examination. The emphasis is on individual creativity and musical expression and an understanding of the varying contexts of different genres and style.
• refine their ideas through experimentation and the selection of appropriate sources
Physical Education The overall aim of Physical Education programme is to help students to develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyle. The programme aims to develop the following essential skills and processes: • developing skills in physical activity so that they may be pursued beyond school • making and applying decisions
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• developing physical and mental capacity and encourage important aspects of personal and social development.
Homework
• evaluating and improving
The FIB course is academically demanding and homework expectations reflect the increased challenges presented at this important stage in students’ education. We expect High School students to devote approximately eight hours per week to homework.
• making informed choices about healthy and active lifestyles
Course content The programme is taught by specialist teaching staff twice a week. A typical programme in FIB includes activities taken from seven physical domains: • invasion court • aquatics • striking • invasion field • over the net • fitness • adventure FIB students are involved in two Days of Sport during the year.
Skills developed Fundamental skills and techniques are practiced and refined for each of the units covered in a variety of modified environments. Students wishing to further these skills outside of the curriculum are encouraged to access the wide range of sports offered in the Activities programme.
Homework allows students to consolidate, rehearse or practice work done in class, reflect on work undertaken, and to become increasingly competent in their research skills. Coursework becomes increasingly important and helps students to develop good planning and time management skills.
Reports and assessments Students receive three assessments and one written report during their FIB year. Each FIB subject culminates in an internal UWCSEA examination which is not externally accredited. The exceptions to this are French and Spanish continuation, which are accredited at (I)GCSE level. The successful completion of the FIB Programme is a prerequisite for acceptance into the IBDP. A suitable attainment and effort profile must be maintained, as with all Grade 10 students, in order to be accepted into the UWCSEA IBDP.
Assessment Teachers provide ongoing formative assessment as well as a student’s approach to the subject in terms of collaboration, communication and self-management. This is recorded and available to parents at the end of every unit.
UWC South East Asia Dover Campus 1207 Dover Road Singapore 139654 T +65 6775 5344 www.uwcsea.edu.sg
Information in this guide is correct at time of publication in May 2016. It is subject to change—refer to the UWCSEA website for any updated information.
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